The Center for the Study of Attention, Language, and Learning

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Maryanne Wolf Maryanne Wolf is the John DiBiaggio Professor of Citizenship and Public Service, Director of the Center for Reading and Language Research, and Professor in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.

The Center for the Study of Attention Language and Learning is directed by Daniel A. Ramirez MD. Dr. Ramirez has practiced general pediatrics for over 25 years in the DFW metroplex. He developed an interest in students with learning disabilities and has done additional training in the evaluation and treatment of children with disorders of learning. Children and students are evaluated in consultation with a speech and language therapist. Assessments by a psychologist or pediatric psychiatrist are arranged as needed.

Evaluation

To address your concerns about your child’s learning ability and school success a thorough evaluation of multiple mental abilities is performed. This comprehensive assessment can be performed in a variety of ways.
In order to determine the most effective approach we require the following information prior to scheduling a visit.

Detailed parent questionnaire (available from our office)
Detailed teacher questionnaire (available from our office)
For adolescents a Student questionnaire
Report cards for the last two years
All available school testing especially testing related to special education placement
Any reports or recommendations from other consultants such as psychologist, educational diagnostician, or other medical specialist
In order to effectively assess your child’s learning abilities an evaluation of language, memory, attention, and other mental abilities as well as academic achievement may be necessary. This is initially addressed with a comprehensive neurodevelopmental examination that provides an overview of you student’s mental abilities. For children between 6 and 9 years of age the PEEX 2 (Pediatric Early Elementary Examination) and for students between 9 and 15 years of age the PEERAMID 2 (Pediatric Examination of Educational Readiness in Middle Childhoods) will be performed.

Other assessments will be based on insight gained from these examinations and the collected information. By taking this approach we hope to avoid duplication of expensive assessments.

The Center for the Study of Attention Language and Learning provides physician directed evaluations and management of children and students with conditions which affect their learning. Children and students from 3 years of age to college are helped to understand and overcome barriers to academic and social success. These include students with disorders affecting:

ATTENTION: The neurodevelopmental function (mental ability) called attention has received significant press. Most parents and students have heard of terms like ADD or ADHD but have little understanding of what these labels signify. Physicians and neuropsychologist do not always agree on the definition of these terms further confusing parents, students, and teachers. At the Center we strive to clarify and educate parents, students, teachers and professionals as to the various conditions that can affect attention and a student’s ability to be successful.

LANGUAGE: Language is critical not only as a means of communication but also as the basis of thought, regulation of behavior, and regulation of emotional states. Over 10% of students in all grades are thought to have problems with language. This is greater than estimates of students with attentional disorders. The majority of these children have not been identified as having a disorder which often affects academic, social, and emotional success. At the Center we evaluate student struggling in school for disorders of language and help parents understand the interactions of language and attention and their impact on learning and mental health.

LEARNING: One major goal of education is to instill in children a passion for lifelong learning. Schools work to give students the tools to become independent thinkers and learners. Disorders of attention and language along with other difficulties (visual processing, sequencing, memory, and motor functions) create significant barriers to internalizing the tools needed to become successful “students”. At the Center we strive to develop a profile of a student strengths and weaknesses which will affect their success. Students and parents are helped to understand these barriers and given guidance on how to become more successful learners.

At the Center for the Study of Attention Language and Learning we help parents and students understand and overcome barriers to learning. This includes issues with attention (like ADHD) and language based learning disabilities.